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Class One  Tues 5/ Wed 6 Get to Know You 1. Make name tags, then turn over. Now get into lines (in teams) in alphabetical order. 2. My name is and I don't like ... 3. To Grandma's House we go 4. Get everyone on this wiki.

Intro to our first work: 'Beowulf'. In the Beowulf Saga, the monster, Grendel, is seen as the enemy of the hero, Beowulf. The two are contrasted against each other (physically, morally and spiritually) so it's a great way to study the beginnings of literature.

** The extract we will study is only about Grendel himself. **  1.  and. Read them on your own - trust me when I say I will expect you to know them next class! Please email me your survey before the start of next class (and note, emails will always receive a 'got it' response). Please rename the file by adding your own name to the title of the assignment before emailing it. 2. Go to the In the Beginning page and read the main page (no need to open the links yet).
 * Hmwk: **

Class Two Thurs 7/Fri 8 Survey and Course Outline overview. What did you note on the Beowulf page? In groups, answer the following questions in the discussion section (1-2 sentences per question): 1) Think of the modern world in which you live. Think about the possessions you own, activities you especially like, holidays. Think of how and where you meet people and make friends. Think of your family. Think of how the world around you works and what makes it function

Question. What aspect of life in our modern world do you most fear losing? What would be the results of the loss of this thing? 2) Think of how you live your daily life. Thinks of what and who surrounds you. Think of how safety exists in your life. Think of what you like and dislike. Think of how the news affects you.

Question. What makes you (as a group representative of teens today) afraid? What are the characteristics of a hero? Have these changed much over time? Compare to this. Now what about those of a monster? Did you get them ? Why are we still intrigued enough in these archetypes that the oldest piece of known recorded literature was made into a movie just 7 years ago?

You will be assigned one section of the (linked here and on the In the Beginning page) - 1-2 people per subtitled section (depending on its length). Read it carefully and become an expert on it. We will circle around the room sharing what is important from our section as if we are a room full of experts. Now post a single sentence summary of your section on the Beginning page.

**Hmwk:** This will be the first chance for me and the 'live audience' of the class to see your writing. Go to the appropriately marked area on the In the Beginning page (about a third of the way down) and write a single, succinct, word-conscious, sentence-varied paragraph answer to the following question:

** Why do we need extremes like 'heros' and 'villians'/'monsters' in our lives? What purposes might these archetypes serve, both in a literary and psychological sense? **   ** (3B don't forget to open the lists of traditional qualities for  and ** **, since we didn't get to look at them together in class)**

Class Three Mon 11/Tues 12 Let's share your answers on the In the Beginning page ... not just for WHAT you've said but also HOW you've said it. I have the following questions, which we'll divide and conquer to answer ... How many students start with 'I believe', 'Heros and villains', 'The reason' or 'The/We need'? Who gives an actual example / uses research/reference an outside source?  Who uses a rhetorical question?  Who avoids having two or more sentences starting with the same word? Alternatively, who uses repetition deliberately for effect? Who introduces a new idea or example using 'also'?  Who says something common in an unusual or intriguing way?  Who makes a personal connection?  Who anticipates and refutes?  Who has a sentence starting with a verb-ing?  Who has a shocking or unexpected opening line or begins without directly mentioning heroes and villains?  Who looks beyond the obvious to something abstract, 'grey', or complex?  How many students question the use of the word 'need' vs how many simply accepted it? How many students use the word 'interesting'? You will now be assigned one section of the (linked here and on the In the Beginning page) - 1-2 people per subtitled section (depending on its length). Read it carefully and become an expert on it. We will circle around the room sharing what is important from our section as if we are a room full of experts. Now post a single sentence summary of your section on the Beginning page.

Skim read the entire section of the we will be reading. Now look closely at the first 18 lines -- what are we likely to do with it? What catches your attention -- both with the WHAT and the HOW?
 * Hmwk:**

Class Four Wed/Thurs 13/14 1. We will be reading 'Beowulf' only until line 111. Today look at the first 18 lines of this. Look it over with a partner -- what strikes you as important? Whenever you think you are done, ask yourself 'What Else'? Share back with the larger class. Re-read lines 1-18. Answer the following (in bullet form) in your notes. Share back with the class. Consider: if you hadn't been asked these three questions, would it have occurred to you to wonder about these matters? 2. Read lines 19-22. a) Why does this section end in this way; i.e. with the idea of destruction? b) What emotions might the poet be trying to arouse? c) What two forces are in opposition here? d) What force might the poet be trying to prepare us for by the change of mood in the language?

3. Read lines 23-52. (If we have time) a) How is the Earth described here? Find evidence b) Why do you think God is introduced here? Find evidence. God as GOOD and as CREATOR c) How are God and Grendel presented? d) What do God and Grendel represent? Use evidence.

1. Write and post your answer to the following question on the In The Beginning page. Look for the correct place, about half way down the page. This will be for class feed-back again!
 * Hmwk:**

What were the purposes of the opening 18 lines of 'Beowulf' for the audience of its time? How does the effect differ (or does it) for modern audiences? 2. Asking the kinds of questions we discussed in today's class leads quite easily to sophisticated answers ... so you must be able to ASK and not just answer. Read lines 52-80 on your own and post your 1-2 questions on the In the Beginning page. Which of your questions would require specific use of evidence?

Class Five Friday/Monday 15/18 1. **Look at the paragraphs on our wiki again**. Examples of excellent content? Excellent writing? Integrated evidence? Quote bits? ASAP sentences? Let's write group ASAP sentences! 2. Reads line 53-80 in a group (here is the again). Discuss without my guiding you ... by using the questions written by YOU. Share answers, avoiding all banned words on the board!

3. Suggest how the poem is developing and changing in terms of themes and topics. How is the Saga is carefully, not randomly, constructed? Reading: Lines 81-111.


 * What major theme is being introduced here?
 * What language (nouns versus adj versus verbs) is particularly telling?


 * Hmwk:**

Using all our feedback thus far, write me a single paragraph on some aspect of the poem (create a prompt first, and ensure it is one where you can include at least a few quote bits). Put the prompt at the top of your page as if someone else posed the question). This is your first time submitting something to me for a mark so be thoughtful and deliberate. No need to post - simply email it to me please ...

Friday's class (4A) = due Tuesday Thursday (but do over the weekend if you want and just base your prompt on the first 53 lines) Monday's class (3B) = Friday

Class Six Tuesday/Wednesday 19/20 > How is the Saga is carefully, not randomly, constructed? > Reading: Lines 81-111.
 * 1) Reads line 53-80 in a group (here is the [[file:beowulf 1-185 good copy.docx|poem]] again). Discuss without my guiding you ... by using the questions written by YOU. Share answers, avoiding all banned words on the board!
 * 2) Suggest how the poem is developing and changing in terms of themes and topics.
 * What major theme is being introduced here?
 * What language (nouns versus adj versus verbs) is particularly telling?
 * 1) Watch the opening scene of the movie, made centuries later! What changes did the director make to 'keep up' with the modern depictions of heros and villains? What has remained essentially identical?


 * Hmwk**: Your paragraph answer to your own prompt/question is due next class

= Class Seven = Thursday/Friday 21/22 Now we are moving on several centuries - all the way to the 1600s. Hmwk:
 * Read this [[file:rosenenglish12/Twelfth night overall summary..doc|summary]] of the play //Twelfth Night.// Notice it is a play about mistaken identity, multiple love triangles, and overlapping plots. In groups, draw a graphic image of characters to keep it all straight!
 * 1) Look over the [|four assignments] -- pay careful attention to assignment 1, since it will sneak up fast! (See exemplar from another play on our Twelfth Night page)

Class Eight Monday/Tuesday25/26 Present your graphic images! ** Hmwk ** Work on assignment one. Remember, for an exemplar (from another play), see our Twelfth Night page. Pay attention to how you will be marked with this   too.
 * First two scenes + opening scene not in play (explains title + twins, storm and war). Show first (til fencing scene - 14:17). Notice order is scene 2, then 1. Read after. WHY the change for modern audiences?
 * Go over assignment one - start collecting evidence for your chosen character!

Class Nine Wednesday/Thursday 27/28

> Your first assignment will be due next Tues/Wed. Since I have shorted the requirements from last semester's two characters to only one, this timeline should be very do-able!
 * Scene 4, 3 -- read first, then show. Note the changes in the way scene 4 both begins and ends compared to the movie.
 * scene 5 (show first, then read) plus discussion of Act I.
 * Pay careful attention to film techniques like camera angle and close-up shots (reminder of terminology from those who already took 21stcLit) to establish character and to the two-sided character of Toby (not the simplistic foolish drunk we might like to write him off as!)
 * What about Viola's building love for Orsino? What are today's archetypes? How will all of this help you complete assignment 1?

__ Hmwk __

Assignment 1 due Tuesday/Wednesday! PLEASE NOTE: any assignments I receive late without prior notice/permission get NO feedback. If you can't be bothered to be on time, I can't be bothered to comment!

Class Ten Friday/Monday 29th/Feb 1
 * half-class work period
 * Act II, scene 2, 1 -- read first, then show (note the added lines between Orsino and Cesario). A day watched to 42:45, B day to 48:00.
 * Turn to a partner after reading. What new characteristics do we see of Viola in her self-wonderings about Olivia falling for her?
 * Read the exchange between Orsino and Cesario aloud (scene 4, ll 17-47) -- the whole class with partners. What is he saying about love and the male heart?


 * Hmwk:** Finish Act I assignment

Class Eleven Tuesday (shortened period)/Wednesday Feb 2/3
 * have you all turned in assignment I?
 * To the end of Act II. (1:07:00 -- but read scene 5 before watching the final 10 minutes)
 * Now the order gets quite confusing between scenes 3-4 (and some of scene 4 doesn't happen til AFTER Act III, iii). Watch first, and look for the reason given for the connection with the Fool.
 * Note also that modern audiences don't have quite the same literal interpretation of love at first sight and want more building of a relationship.
 * Pay careful attention to the bath scene at the end of scene 4!
 * In groups, discuss the visual features of scene 5 -- help us visualize it! Each group will get several pages - go out and practice them until you understand, then we will present the whole scene in class.

Sign-up for monologues/dialogues. But note the presentations themselves are __after__ break!!

Pay attention to the and the  !
 * For your oral: Notice on rubric where it asks for 'eye contact with audience' -- that's not really accurate! It simply refers to deliberate and conscious eye contact SOMEWHERE MEANINGFUL (to your partner, to the picture of Olivia you are sighing over, to the sky in frustration)**

= Class Twelve = Thursday Feb 4/Monday Feb 15

Work period! Go over safety net for Act II assignment / mini-lesson on how to memorize and present.

Pay attention to the and the  !


 * For your oral: Notice on rubric where it asks for 'eye contact with audience' -- that's not really accurate! It simply refers to deliberate and conscious eye contact SOMEWHERE MEANINGFUL (to your partner, to the picture of Olivia you are sighing over, to the sky in frustration)**

Also remember that you will need to start your dialogue with a small intro (30 seconds, either said by one partner, or divided between you, where you set up context (this scene occurs before _ and after _, and is especially important to call attention to ... etc. I suggest you both say a few lines because brain research indicates it is 'calming' to start with something 'easy' and 'normal' before getting into harder oral presentation materials).

Finally, remember your 'safety net' script should use two colors -- one for actor's notes, one for director's notes. Check out this for what I'm looking for in this script -- and if you are working with a partner, you are likely best to each hand in your own script based on your character.

Orals for THURS/FRI after break. You will NOT have another work period Tues/Wed after break -- we'll be moving on to Act III!

=Class Thirteen= Tuesday Feb 16/Wednesday Feb 17

We're moving on to Act III now - or almost! First, read the passionate yelling scene between Orsino and Viola when she ALMOST gives away who she is! This was the part of Act II we missed, since it's not in the movie until it is combined with Act III ...

Start on Act III. This we are reading before we watch. Read this quietly to ensure you will be able to follow quickly.
 * Scene 1, Viola and the Fool with a partner -- can you answer the following questions?

-- What are several puns?

-- What are several inside jokes?

-- Who do you think comes off as the smarter?

Hmwk: Oral presentations are next class!
 * Now the scene between Olivia and Viola/Cesario (note this is one of the scenes needed for your [[file:rosenenglish12/12th Night 5 Assignments.doc|Act III assignment]] ! You will need to understand these lines inside out and backwards ...) Read with your partner scene i. lines 96-172
 * Skip to scene iv, and the next exchange between Olivia and Viola/Cesario (lines 209-226). Start thinking of modern day contexts for with your partner.
 * Now watch the movie til 1:23 (includes the exchange between Viola and Orsino) if time (otherwise, next day)

= Class Sixteen = Thursday/Friday Feb 18/19 Dialogue presentations - in order! Remaining time: Finish Act III. Divide up the final scene 4 (it's long!) and practice in groups -- then perform! Note we won't perform the actual 'duel' between Viola and Andrew because it's most fun to watch! Finish the movie version of Act III (til the end of the duel, 1:41). We are only missing the part where Antonio intervenes -- notice the change in Toby ... Have you chosen your partner for the translation assignment? Let's look at the exact. **Hmwk**: Partner assignment

=**Class seventeen**= **Monday/Tuesday Feb 22/23** Work period for partner assignment! No work time next class, but you can hand in over the weekend if you like. Partner assignment due Sunday by 8 am. But if you can hand it in next class, that would be great for you AND me!
 * Hmwk**:

= Class eighteen = Wednesday/Thursday Feb 24/25

Divide up the first two scenes of Act IV - practice, then perform. For scene iii (between Sebastian and Olivia), read aloud with a partner. Find several images (including synecdoche) in each of their speeches ). What is the effect of these lines?

Watch the movie to 1:50.

Now let's continue with Act V (readings/movie) See if we can finish up today! Next day we start on our final essay

Partner assignment if you aren't done yet. If you are, read //Down and Out -// ** keep your eye out on upcoming due dates! Note you get extra time for your Twelfth Night essay if you read in advance! ** ** If you are the class before the weekend, start thinking about your essay! Here are the instructions: ** Too often, high school students sit back and wait for their teacher to give them a list of important topics or thesis statements, without trying to figure for themselves what aspects of a book or play are most salient. This time, you will be given no such list. You are to come up with your own thesis and it must have NOTHING to do with the play, at least to start! For instance, if you are interested in why Orsino and Viola fall for each other, you might start with the concept of requited versus unrequited love. You might look up sources on EBSCO Host (our psychology database) and find out what the experts (on love, not on Shakespeare!) say about the concept. You then APPLY the research to the play. Note //Twelfth Night// must still be CENTRAL to your eventual essay since this is a final assessment for the unit.
 * Hmwk**:

You must have your thesis statement approved before proceeding with your essay. Note that my class lessons are crucial for this assignment, since you must produce a two or three prong essay which builds in significance, not a 5 paragraph essay based on examples or characters. In fact, 5 paragraph essays are NOT allowed. You will also learn different transition styles (note that ‘another example’ is banned!), more about the importance of integrating quote bits (we’ve done a great deal on this idea in other units) and how to conclude by ‘looking forward’ or coming to a genuine opinion on your matter (so is Orsino and Viola’s love likely to be real enough to last or not?)

Also note that since an excellent university skill is to be able to both support AND refute others’ opinions, you will need to find one expert source with which you disagree or have a qualified stance, or where the play seems to contradict your findings/Shakespeare seems uninterested in the research. We will discuss in class how best to make use of such sources.

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 130%; text-align: left;">Class nineteen Friday Feb 26/Monday Feb 29


 * Essay intro, [|database] time. You will have two and a half work periods after today, with mini-lessons built in to each day. **

DUE**: Wednesday March 10/Thursday March 11 if you haven't got your reading done (which is due Tues March 16/Wed March 17) OR up to Sunday 14th at 8am IF you can assure me by the 10th/11th that you are well on your way with the first 15 chapters of our book!**


 * Lesson on pronged building essays. These are essays that build on ideas, not on examples. See "[|The Delight of Fright]" (nicely Halloween-themed!) to highlight how real-life writing is always pronged, not exampled ... **


 * By the end of the class, I expect a thesis statement. Use the mini whiteboards to plan a two-pronged or three-pronged essay, NO 5 paragraph essays! **

Remember, a BUILDING essay is about IDEAS (qualities/characteristics), not on EXAMPLES (events/characters).


 * You must have a minimum of three outside sources. One must have nothing to do with Shakespeare, one must be a source with which you can disagree/what you find in the play does not concur, the third is your choice. I expect a separate Works Cited using MLA or APA style, formatted correctly. By grade 12, it is expected all these things are second nature, so you need to ASK if you have any doubts! **


 * Work-time for your essay. It is due **
 * Essay is due __Wednesday 10/Thursday 11__ ... UNLESS your reading is largely done by then, in which case, you may have until Sunday 14th at 8 am**

Hmwk**:** Work on your essay / read

<span style="background-color: #ffffff; color: #808000; display: block; font-size: 17px; text-align: left;">Class Twenty, Twenty-one and Twenty-two Tues March 1/Wed March 2, Thurs 3/Fri 4 and Mon 7/Tues 8 Finish play if necessary! Essay Time / Reading Time, with mini-lessons each day Mini lesson #1:, finding your own prongs Mini lesson #2: two-prong essay and intros. See full essay exemplars on our Twelfth Night page too Mini lesson #3: transitions and conclusions Hmwk:


 * Work on your essay / read**


 * Essay is due Wednesday 9/Thursday 10 ... UNLESS your reading is largely done by then, in which case, you may have until Sunday 13th midnight!**

Class Twenty-three Wed 9/Thurs 10

Half class reading time. Half class notes on. Brainstorm the qualities we see thus far in his writing (no matter what chapter you are on). What about some biographical notes?
 * he quit his job in the Imperial Police
 * he had to pay back money when he quit
 * the combo drove him into poverty
 * his parents (who didn't want him to join the Police Force in the first place, were unsupportive when he quit a well-paying, secure job
 * he went to London first, and THEN Paris (why change the order in the book?)

Read the first three paragraphs of the novel aloud -- what else do you notice about his writing style?

**Hmwk**:

Chapters 1-15 due **Tues March 15/Wed March 16** so manage your time! I will have a hissy fit if you show up unprepared!

Essay due by Sunday at the LATEST!

Class Twenty-Four Fri 11/Mon 14

Friday's class, remember essays are due by Sunday 8 am if I don't have yours yet! Let's have a class discussion on the reality of Orwell's poverty - read one of the two reviews on our Orwell page to prepare!

Reading time


 * Hmwk: **

Quiz on chapters 1-15 next day! Notice that's no weekend reading time for the Monday class so watch yourself

= Class Twenty-Five = Tues 15/Wed 16

__**READING DONE TODAY**__ Quiz on chapters 1-15. (Paper copy)

Discussion time

** Don't forget to read chapters 16-23 for next Monday/Tuesday, and finish the book for after March break. **
 * Hmwk:**

= Class Twenty-six = Thurs 17/Fri 18 Reading time. Chapters 16-23 due next class

= Class twenty-seven = Mon 21/Tues 22 //Down and Out// chapters 16-23. Debate! Get into groups - 1/2 class for one topic (with half arguing one side and half the other) and 1/2 class for another topic. Vote for your favorites! You will be standing at the front of the room 4 against 4, 'facing off'! You'll get some time to prepare with your group before you begin, but once you do, everyone on your side must speak. I'll explain how I will be a 'physical' indicator of how your group is doing and be warned that I make up rules as I go along :) Books welcome!  ** Things to remember! **  ** - refer to the prompt and your 'side' of the debate ** ** - remember ORWELL and his purpose at all times! **  Choice of Topics   Topic 1: Orwell's continued descriptions of working in Paris make it increasingly clear that his poverty was 'useful' to developing his story-telling skills, rather than a true necessity.
 * - don't use banned words **
 * - anticipate and refute **
 * - make strategic concessions **
 * - connect your point and the evidence **
 * - use ASAP sentences **

Topic 2: Orwell claims working at Hotel X was a step up from working at the Auberge but his descriptions of poverty and despair actually make clear that both jobs were equally degrading

Topic 3: The character of Furex is meant only to be a caricature, not a deep lesson on the hypocrisy of patriotism

Topic 4: The story of Yvonne comments more on the silliness of the social system than on the deceptive ways of the poor

Topic 5: The timeline of men's happiness in bars may be symbolically true but literally nonsense


 * Homework: **

Finish the book for after March break and expect an in-class 1-on-1 debate by way of a final project!

Class Twenty-eight Wed 23/Thurs 24/Fri 25 Reading Time (well, for Friday -- and Thursday if you're not on Senior Skip Day!)

Finish the book for the first class after break!

= Class Twenty-nine = Tuesday April 5 3B/Wednesday 6 4A You are now finished the book. Time for some official debates! You have been assigned a question and a position alphabetically ... but you won't know what the question or position is until 10 minutes before you are to begin! You will be assigned ONE question to debate in front of the class. You must argue one side of it only. You may use the book to prepare and you must refer to details and specifics to support your argument. You will be arguing against a classmate. Each of you has 90 seconds to present your answer, then a further 45 seconds to build on your first point or to refute the other person’s. You have 10 minutes to prepare before debates begin. The class will vote for the most prepared / most articulate / most backed-up answer per each pair. Your mark will be an ‘A’ if your answer is clear (you articulate your argument), focused (you fully answer the prompt), well-argued (concessions, anticipate and refute, good language) and contains specific evidence (quotes) … a ‘B’ if you argue only in generalities … and a ‘C’ if you seem unprepared (have you even finished the book?!) or your answer lacks support or conviction.


 * 3B **

1a

1b

2a

2b

3a

3b

4a

4b

5a

5b

6a

6b

7a

7b

4A

1a

1b

2a

2b

3a

3b

4a

4b

5a

5b

6a

6b

7a

7b

8a

8b

**Hmwk:**

Read the following to understand our upcoming LARGE and LAST ! Come to class prepared with a topic (or several) that you would like to consider as the focus for the assignment. i.e. Perhaps you want to study science at university, you narrow that to Bio-Ethics, you then choose a topic within Bio-Ethics that is particularly news-worthy or 'hot' right now ...

Class Thirty - Thirty-Two Thurs April 7/Monday 11 (Friday is conferences), Tuesday 12/Wednesday 13, Thursday 14/Friday 15
 * WHO HAS AP/IB exams when?**

Who Says What -. Check out our Who Says What page for all necessary info. Get ready to do research like you've never done it before in high school! This project, which will take us to the end of the year, and the mark for which will be the bulk of this quarter's grade, allows you to choose a project you will likely study at university (absolutely an individual choice, therefore).

Let's go over the instructions! Note there is a good deal of personal responsibility / individual work time / general time management over the next month - and very little of me talking. So bear with me today :) This plan will work especially well once many of you start missing classes for AP exams starting May 5th. Most of you are not going to major in English at university; you need to be prepared, therefore, to read, and write on, a wide range of ‘texts’ (both written and other) about a variety of topics. This assignment, which will take you to the end of the semester, allows you to experiment with recognizing the effect of different medium and writing types on content and perspective, and to see the value of understanding a popular view of a topic, as well as the scholarly one, on contemplating how society generally understands an issue. Almost every discipline asks you to do a literature review like this before undergoing new research or a deep analysis of a new angle into a topic. Lit reviews allow you to understand the ‘conversation’ in your field before attempting to ‘enter’ it in a meaningful and knowledgeable way

1. PRE-TASK


 * I. Choose a topic that interests you and that is related to what you plan to study at university. Specific is more helpful than general. Ensure your topic is potentially controversial to make it easier to find a variety of viewpoints.** Clear your topic with me. **Fill in the [[file:task 1 sheet updated and shortened.doc|Task One sheet ]]and ensure you use Proper MLA or APA Works Cited format. At this point, your choices are not alphabetical but by category. Take advantage of getting a mark simply for FINDING good research and fitting choices!**


 * II. Find** FIVE **pieces dealing with your topic:**


 * 1.** At least one must be chosen from this category: ‘reputable’ information / facts-based –
 * Reputable newspaper**
 * Reputable magazine**
 * Reputable internet article**
 * TV or radio news report**
 * HighSchool Textbook**
 * TEDTalks**


 * 2.** At least one must be chosen from this category: more **‘**biased’ information / facts-based**–**
 * Less reputable news source**
 * Personal website**
 * Obviously biased internet source**
 * One-sided source / author from any source with a forceful view on a topic**
 * Opinion column of any newspaper**

(we will look at relevant databases available)
 * 3.** At least one must be chosen from this category: academic information / facts-based -
 * Academic / formal essay**
 * Scientific research (ie. science report)**
 * University level Textbook**
 * History research**
 * TV or video documentary (from a ‘serious’ source, not just a Hollywood-ized version)**
 * TEDtalks (if it is a highly sophisticated approach to the topic. Otherwise it fits better under Category 1)**


 * 4.** At least one must be chosen from this category: fictional writing **–**
 * Short story**
 * Poem**
 * Children’s story**
 * Other piece of fiction**
 * OR ** artistic interpretation–
 * Art work**
 * Song**
 * Video Game**
 * OR **Hollywood-ized account
 * Movie**
 * TV show**
 * Something largely about entertainment value**


 * 5.** At least one must be chosen from this category: personal / biopic -
 * Memoir / diary (published)**
 * Narrative-style essay (think Orwell)**
 * Autobiography or Biography**
 * Interview with someone involved in your issue (where the interview is personal and not just about topic)**
 * TEDtalks (again, if it is personalized / about the person’s life)**

NOTES:**
 * At least one choice must be by a female author.
 * At least two choices must represent different perspectives (for instance, if your topic is video game use among teenagers, and most of your pieces seem to look unfavorably on it, one piece might argue educationally that it is beneficial to brain development, and another might show the kids’ view that it’s just fun)
 * You WILL be marked for proper citation style (other than sources being alphabetized)
 * At least one source must be from a British author
 * BONUS for having one source that is from an Asian perspective
 * If you seriously considered a source, but in the end rejected it, include a small explanation on the back of the task one sheet. After all, deciding what NOT to include is as big a skill as deciding what TO include. You may receive BONUS for up to two ‘rejected’ sources


 * B. THE TASK ITSELF:**

Now create your annotated bibliography/lit review! You must __ describe __ WHAT a source is about and HOW it is written, __ compare __ it to at least one other source based on one or more of the criterion below, and __ evaluate __ it in terms of reliability, usefulness to different audiences and what it adds to a 'conversation' on this subject. So most annotations will be two paragraphs - the first paragraph will be largely descriptive (but even there, you might start mentioning techniques or tone etc) and the second paragraph will briefly compare plus go on to evaluate.

We will be looking at samples from OWL Purdue, but know in advance that the most sophisticated university-level annotated bibliographies, often known as literature reviews, are NOT just summaries of content. Below is the kind of information you should be considering. Not every annotation will cover all 8 aspects, but most will cover most. It’s the combining of the information below that will help you create a sophisticated annotated bibliography


 * 1.** Tone (one sentence, or even a half-sentence, should suffice)


 * 2.** Level of vocabulary / diction / language use. Ensure you have some examples but don’t list’ them; build them into the impact of the source


 * 3.** Techniques (literary, rhetorical, visual, technological, auditory) R emember, this can include non-literary techniques -- like ways to build credibility (use of graphs, statistics, expert testimony), format (spaces between paragraphs, big titles, sub-titles), attention-grabbing techniques (pictures, blog set-up, hyperlinks) and audience-persuading (speaking directly to the reader, asking questions, using humor). W e’ll also do some work on appeals (logos, pathos, ethos)


 * 4.** Target audience (do a bit of research on your source)


 * 5.** Perspective (who’s your author) / bias / issues of institution or production (did an editor get involved? Did an opinion get ‘softened’ or ‘hardened’ to fit the ‘leanings’ of the source? Do some research)


 * 6.** What does NOT get said (what is left out because of the medium or author perspective)


 * 7.** Your Opinion / what you learned from the piece (what impact did the piece have on YOUR views on the issue)


 * 8.** ‘Effect’. Sum up the important features of the piece or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium). Ensure you cover two things: 1. **What does this piece likely ADD to a societal ‘conversation’ or view on this issue (beyond just YOUR opinion) – so what is the big-picture effect of the piece. 2. How much is the piece and its info limited and / or enhanced by its medium?**

//**Special pet peeve: unless your source is a speech or a lecture, don't claim the author 'talks about' something!**//

__** DUE DATES **__

**/20 Task I (topic, and works cited of pieces chosen; clearly indicate which category and conditions each piece represents on the)**: asap! But by the 15th for sure. Look at how much more the bibliography is worth than task one!

**/100 Task II (annotated bibliography**): April 29 but note -- when you are done this assignment, you are DONE with the course! Let me know, if you need a later due date, how it won't get in the way of your AP/IB exams! ** __BUT THE ABSOLUTE FINAL DEADLINE IS May 10__ **! I CAN'T SAY THIS MORE CLEARLY! LAST DATE! WRITE IT DOWN OR PUT A STICKY ON YOUR FOREHEAD! LOVE YOU ALL!

A few reminders:
 * Class Thirty-Three on **
 * Monday 18 - Friday 29 (5 additional classes each for 'A' and 'B' day)**

Be sure to have the criterion out in front of you when you're working on the annotated bibliography. Use these criteria to help you decide what to cover under Describe in one paragraph and then Compare + Evaluate in the next.

1. ** Tone ** 2. ** Level of vocabulary / diction / language use (casual vs. formal) ** 3. ** Techniques (literary, rhetorical, visual, technological, auditory) ** 4. ** Target audience ** 5. ** Perspective (who’s your author) / bias / emotional appeal / issues of institution or production ** 6. ** What does NOT get said / what gets deliberately left out ** 7. ** Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic ** 8. ** ‘Effect’. Make sure to focus on the key questions: How is this piece unique from the others because of its medium? What is the medium’s role in limiting and / or enhancing content? ** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium). **

A few final points:


 * alphabetize and double-space the actual works cited entries
 * remember if you decide to 'not use' your female or British source, you must replace those factors!
 * the compare part of your annotation can be comparing to another of YOUR sources
 * the evaluation part should not just say if a source is 'good' or 'bad' but WHO might find it useful (overlapping with 'target audience') and WHY we might want to read/watch/listen to it even if it's biased (overlapping with 'effect')
 * if you quote (ie., from an abstract, from the blurb on the back of a book), acknowledge so openly (ie., This book presents all the stages of mental illness a doctor might see in a patient, and does so, according to the book blurb, with 'accuracy, medical expertise, and empathy')


 * Either hand in your Annotation by Friday Dec 04 or negotiate a date for me, assuring me it won't get in the way of your AP/IB exams!** ** __BUT THE ABSOLUTE FINAL DEADLINE IS DEC 11TH__! I CAN'T SAY THIS MORE CLEARLY! LAST DATE! WRITE IT DOWN OR PUT A STICKY ON YOUR FOREHEAD! LOVE YOU ALL!) **

Let's have a party last class! Who will organize?

<span style="background-color: #ffffff; color: #ff00ff; display: block; font-size: 27px; text-align: center;">-- EXAMS! but not in our class! --